Self-Determination Skills and Activities for Secondary Students - - PowerPoint PPT Presentation

Self-Determination Skills and Activities for Secondary Students Leading to Successful Transition

Bob Morgan, Heidi Preece, and Shannon Williams

Utah State University and Nebo School District

What is Self-Determination (SD)?

• SD is “a combination of skills, knowledge, and

beliefs that enable a person to engage in goal- directed, self-regulated, autonomous behavior” (Field et al. 1998, p. 115)

• The concept of SD aligns with the federal and

state initiatives regarding college and career readiness

• SD may be conceptualized as a set of critical

skills for making the transition to adulthood

Why Teach Self-Determination?

• Research has found that SD is
• associated with higher self-esteem and

quality of life

• Increased self-advocacy
• Improved post-school outcomes (Wehmeyer,

2007)

SD Sounds Good, But What Exactly Does It Mean for Secondary Students in Transition?

• Know career alternatives
• Explore opportunities for career
• Assess career interests
• Understand one’s strengths, preferences, interests, and needs
• Compile materials that represent “who I am” and “what I

want to be”

• Be able to effectively communicate for purposes of self-

promotion and self-advocacy

• Hmmm. Well, that’s nice but what

specifically do I teach?

• For starters:
• Advocating for oneself when needed by using

assertive, not passive or aggressive, communications

• Making eye contact (at least in most Western cultures)
• Using “I statements” to describe one’s position, beliefs,

preferences, and rights

• Clarifying one’s values and beliefs
• Making decisions given evaluation of all the pros and

cons, positives and negatives, advantages and disadvantages

What else?

• Assuming responsibility for the consequences of decisions
• Maintaining persistence and tenacity when decisions do

not yield immediate, desired results

• Acknowledging opinions of others that differ from one’s

personal position

• Remaining persistent until needs are met
• Reflecting on one’s values, beliefs, decisions,

responsibilities, and needs with confidence and self- awareness

That’s a lot! Do I Have to Make Up Lessons to Teach These Skills?

Research shows that some teachers ARE making up their

• wn lessons and are NOT using

existing research-based curricula (Allen, 2015)

Take Advantage of Research-Based Curricula on Self-Determination

• Many research-based curricula exist and are

geared to learners with disabilities

• These curricula are consistent with college and

career ready standards

• Although these curricula were field-tested with

students who have disabilities, they can be used in integrated classrooms to benefit students without disabilities

What Self-Determination (SD) Curricula Might Benefit My Students?

• ME! Lessons*
• Whose Future Is It Anyway? (Wehmeyer, 2010)
• My Transition Portfolio (Blakeslee, 2016)

Assessment web sites in orange

ME!

• Teaches self-advocacy and self-awareness
• Referenced to Common Core
• It’s free!
• Lessons are scripted for teachers. Reading comprehension and

conceptual level is 3rd-5th grade

• Covers history of special education, creating my own history, IEP, rights

and responsibilities, communication skills, self-awareness, advocating for my needs in high school (and after high school), developing my resources, and assessing my progress

• Includes self-assessment, worksheets, resources, links, pptx, activities,

etc.

• http://www.ou.edu/education/centers-and-partnerships/zarrow/trasition-education-materials/me-

lessons-for-teaching-self-awareness-and-self-advocacy.html

• Critical evaluation of ME!

Whose Future Is It Anyway?

• Helps prepare students for their IEP meetings
• Includes a teacher’s guide
• It’s free!
• On-line lessons are read by the teacher with text and

illustrations for students. Reading comprehension and conceptual level is 4th-6th grade

• Covers preferences and interests, unique learning needs,

making decisions, getting what you need, setting goals, communicating one’s needs and goals, and planning/managing meetings

• http://www.ou.edu/content/education/centers-and-partnerships/zarrow/trasition-education-

materials/whos-future-is-it-anyway.html

• Critical evaluation of Whose…?

My Transition Portfolio

• Provides opportunity for a student to compile important

transition documents (IEP, transcripts, self-assessment, resume) while learning about goals, how to express career preferences, etc.

• Includes teacher lesson plans
• Develops student self-determination thru self-development of

portfolio in a user-friendly format

• Reading comprehension and conceptual level is 3rd-5th grade
• $35 for a text version or $2 for electronic app
• Attend author’s workshop at UMTSS Conference on June 22!!
• https://mykeyplans.com/
• Critical evaluation of My Transition Portfolio

What Other FREE Programs Are Available?

• Choicemaker

http://www.ou.edu/content/education/centers- and-partnerships/zarrow/choicemaker-curriculum.html

• Includes Choose and Take Action, Choosing Employment Goals,

Choosing Personal Goals, Choosing Education Goals, and The Self- Directed IEP. Generally 2nd-3rd grade reading level minimum

• The Self-Directed IEP is especially valuable because it teaches students

how to run their IEP meeting

• http://www.ou.edu/content/education/centers-and-

partnerships/zarrow/choicemaker-curriculum/self-directed-iep.html

• 411 on Disability Disclosure http://www.ncwd-youth.info/411-on-

disability-disclosure

• Teaches students how and when to disclose their disability. Fifth grade

reading level

Where are these SD curricula on a continuum?

6th-8th grade

• Me! Lessons
• Self-Directed IEP

9th-10th grade

• Whose Future Is It Anyway?
• Choice Maker
• Self-Directed IEP
• 11th-12th

grade or post-high school

• 411 on Disability Disclosure
• My Transition Portfolio OR Electronic Portfolio

How can we assist students to have the necessary documentation to connect with adult agencies?

Electronic Portfolios

Why do we need them?

Electronic Portfolios

Why do we need them?

Portfolio Lesson Plan Portfolio Lesson Plan

Step 1 Object Lesson Step 2 Teach them to use “Google Drive” Step 3 Demonstrate & Do

Bread Crumb Trail Bread Crumb Trail

Portfolio Visual Representation Portfolio Visual Representation

Gives a physical representation of how the folders and sub folders will look in Google Drive

Confidential & Non-Confidential Issues

Career Assessments Career Exploration Classwork Educational documentation Employment Documentation UT futures UT futures research Misc classwork that student may want to reference post HS Transcripts Resume IEP (PDF & self- directed IEP), Testing/Eligibility Accommodations sheet, summary

• f Performance

O*NET: My Next Move Career research papers Awards Letters of Reference Copy of insurance cards (car & health), shot records Club/Athletic/Servic e-Volunteer work Sample job applications Birth Cert Scholarship letters/applications Video of job performance Copy of DL

PORTFOLIO CONTENTS PORTFOLIO CONTENTS

Career Research/Self-Directed IEP

SD portfolios make good sense so students are ready for college and careers. What other SD skills do students need if they want to go to college?

Self Advocating in High School

Self directed IEPs

Self Advocating in College

IDEA in contrast with Section 504

How does life in high school differ from college?

High School College

High School College I have 5 classes every day I have 3 or 4 classes and can choose what time I go My parents cook for me I have to do my own cooking I live at home I can choose where I live My parents check on my grades I’m in charge of my grades. My professors can’t talk to my parents I have curfews I can come and go when I want My parents buy all my stuff I have to get a job I have an IEP in high school ??????

How does life in high school differ from college?

IDEA in contrast to Section 504

IDEA

(ages 3-22)

Section 504

(all ages of pwd)

This is a federal special education law for children with disabilities. This is a federal civil rights law to stop discrimination against people with disabilities. Provides individualized special education and related services to meet the unique needs of the child. Provides services and changes to the learning environment to meet the needs of the child as adequately as other students. Here are some of the most important things the IEP must include:

• Present levels of functioning
• Goals
• services
• accommodations
• modifications
• transition planning

A 504 plan generally includes the following: Specific accommodations, supports or services for the child

Object lesson

Accommodations

High School Yes or No College

Extended time on tests Extended time on assignments Copy of the teachers notes Have the test read Shortened assignments Individual aide Minimize distractions in class Calculator Sit in the front of the room

Accommodations

High School

Yes or No

College

Extended time on tests Yes Can be arranged with the professor or through the testing center Extended time on assignments Not generally Get the syllabus ahead of time and get a head start on assignments Copy of the teachers notes Yes You can have a note taker Have the test read Yes This can be arranged and done through the testing center Shortened assignments No No altering of the curriculum Individual aide No A student can have an assistant, but it will not be provided by the school Minimize distractions in class No Calculator Sometimes Depends on the class and professor Sit in the front of the room Yes

Advocating for Accommodations Lesson

Thank You!

• Bob Morgan bob.morgan@usu.edu
• Heidi Preece

heidi.preece@nebo.edu

• Shannon Williams shannon.williams@nebo.edu